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Research on views of the nature of science (NoS) among students and teachers in basic education has identified, for decades, a predominance of views considered "inadequate," "distorted," or "underinformed." Much of these conceptions are related to an excessive trust in the authority of science, overemphasizing the role of experimentation to prove that scientific theories are supposedly true. This issue has strengthened in the last decade as one of the most urgent challenges for science education research due to the rise of scientific denialism, which also involves a naive questioning of the legitimacy of scientific research. Based on studies of the history of cosmology in the 20th century, particularly in the controversy between the Big Bang theory and the Steady State universe, we argue that this episode has the potential to promote explicit discussions about the concept of evidence in science and, therefore, to contribute to problematizing scientistic and denialist views in teacher education. The present research empirically reinforces the argument that a contextual approach to scientific topics, based on the history of science, contributes to science education aiming for a better understanding of scientific dynamics. [ABSTRACT FROM AUTHOR]

Research in Science Education has advocated the use of historical narratives as a teaching and learning strategy across different levels of education. The main arguments supporting this approach are: i) the shared similarities between the human cognitive system and the structure of narratives; ii) the constant presence of narratives and their importance in human development. In education, historical narratives are viewed favorably because they stimulate emotional and cognitive connections with the reader/listener, either by eliciting feelings such as empathy and identification or by fostering greater engagement, understanding, and memorization of the narrated topics. In this study, conducted with pre-service physics teachers, we employed a historical episode from the Theory of General Relativity (T.G.R.) - the expedition of the total solar eclipse on May 29, 1919 - presented in the form of a historical narrative. The goal was to promote and contextualize discussions about science, its nature, its relationship with socio-historical context, and the influence of non-epistemic aspects on scientific practices. More specifically, by exploring the impacts of political conflicts on science and investigating the influences of World War I on the establishment of T.G.R., we characterized and problematized the epistemological conceptions of the teacher trainees regarding the relationships between science and politics. The construction of the historical narrative incorporated elements from previous research narratives and was guided by studies in the History and Philosophy of Science. The text was interrupted by "THINK!" questions to facilitate discussion and encourage students to take sides with the characters in the narrative, making them an integral part of the story and allowing them to experience some of the dilemmas and decisions involved in scientific work. The "THINK!" discussions were proposed and conducted in a way that allowed us to identify, classify, and problematize the epistemological conceptions of the research subjects. Data were collected through questionnaires (the "THINK!" questions themselves) and class discussions, which were recorded and transcribed to serve as the basis for data analysis. Subsequently, the conceptions were classified into the following analytical categories: rationalism, relativism, and moderate stances. To encompass other perceived conceptions, categories such as "common sense" and "naive relativism" were added. Overall, besides finding historical narratives as a strategy to guide and contextualize debates about the Nature of Science, we observed a prevalence of relativistic-leaning conceptions, emphasizing social aspects over the content of science in the analysis of issues related to the relationships between science and political conflicts. We also noted prescriptive and descriptive conceptions about these relationships, i.e., how they are and how they should be. [ABSTRACT FROM AUTHOR]

This article seeks to address what the work of Catherine Malabou can offer to the thinking and understanding of history. Characterizing Malabou's intellectual project as a meditation on the relation between history and possible knowledge, it situates the philosopher's work in the tradition of historical epistemology. It will be argued that, in its engagement with philosophical and (neuro)biological theories of plasticity and epigenesis, the historical constitution of Malabou's philosophical system problematizes the practical and ontological difficulty behind any commitment to a historically bounded knowledge of what here will be called, following Heidegger and Foucault, 'pure finitude'. The article concludes by suggesting that, if placed alongside the work of intellectual historian Quentin Skinner, Malabou's historical epistemology makes a decisive and useful contribution to contemporary debates regarding historical method by underscoring the (neuro)biological rooting of persistent epistemic gaps between historical understanding and experience. [ABSTRACT FROM AUTHOR]

Fritz Zwicky is best known to the general public for his scientific work. His methodological views are less known and some of his philosophical ideas did not receive favorable reviews. In other reading, however, Zwicky’s principle of flexibility of scientific truth, which asserts that no scientific statement can be absolute but rather subject to refinements or expansions, shows it as a contribution to epistemic pluralism.

Descarte's Discourse on method can be approached from several sides, among which history and philosophy of science (HPS) and sociology of scientific knowledge (SSK) belong among the most important ones. Jan Maršálek's published recently a criticism of the book Descartes Nikétés from the perspectives of SSK, in which he joins John Schuster in denying the relevance of Descartes' methodological pronouncements for the practice of real science. The aim of the present paper is to draw a borderline between SSK and HPS and to argue on historical grounds for the relevance of the Cartesian methodology. We see the main historical contribution of the Cartesian methodology in its pivotal role in the development of Newton's approach to natural philosophy. The young Newton was a Cartesian and the development of his own system of natural philosophy can be interpreted as the result of a modification and deepening of the principles of the Cartesian method.

This article is part of a scientific initiation work entitled "History and Philosophy of Biology in Basic Education - the statutes of biological knowledge in the publications of the journal Philosophy and History of Biology and their potential for teaching". The research has a historical-dialectical materialist foundation and made a systematic review to analyze the relationships between the History and Philosophy of Biology (HFB) and the Teaching of Biology (EB), established in the articles published in the journal of the Brazilian Association Philosophy and History of Biology (ABFHiB), one of the most relevant in Brazil about the subject. In our analysis, we realized that there are two major groups of proposed approaches for articulating the HFB and the EB: the integrative approach and the contextualizing approach. We also noticed two elements that cross the productions, which are: the centrality of knowledge and the absence of a pedagogical theory, which end up denying the specificity of school knowledge. Thus, we recognize that despite the advances and pedagogical benefits that the HFB provides to the EB, this field of knowledge still lacks deeper articulations with the knowledge of a pedagogical nature, since the HFB itself is not constituted as an autonomous pedagogical reference. Finally, aiming at advances, overcomings, and re-elaborations, we launch ourselves to the challenge, albeit embryonic, of thinking of a historical-philosophical approach to the EB from the Historical- Critical Pedagogy. [ABSTRACT FROM AUTHOR]

Presentism – the influence of the present on historians' work – has been met with resistance among historians of science; many hold that excessive reference to the present can compromise the aim of understanding past practices in their own terms. In response to this concern, a number of authors have argued that not only is such influence inevitable, it can also be legitimate and helpful. In probing into the presentist and anti-presentist positions in histories of science, I argue here that there is a much larger degree of compatibility between the two positions than has been previously acknowledged. Building on recent work on legitimate forms of presentism, I argue that at least three types of presentism – empirical presentism, motivational presentism, critical presentism – display compatibility with anti-presentism, insofar as certain pitfalls of presentism are kept in mind. [ABSTRACT FROM AUTHOR]

Taking its cue from this special issue on the interweaving of different types of time through science and museum collections, this epilogue gives an overview of what sorts of new insights seem possible when different temporal qualities embedded in all collections are allowed to come together? What can we learn from juxtaposing the timings of museums, laboratories, and clinics? Can they lead to better understands of the processes of decay, and the potential for reanimation, inherent in all museum objects? [ABSTRACT FROM AUTHOR]

In recent decades, an increasing interest in the dynamics of collections has brought to view how objects circulate as parts of networks of knowledge and how collections can acquire new meanings. Introducing this special issue on Collections, Knowledge, and Time, we want to shift focus from geographical circulation towards the temporal dynamics of collections: the layering and interweaving of asynchronous temporalities as collections are preserved, frozen, reinterpreted, sampled, and destroyed over time, and how these temporalities constitute knowledge potentials. We treat collections broadly across museums of history of medicine, history of science, and ethnography, and scientific institutions including biobanks, seed banks, and fly centres, to investigate the considerable overlap in collection practices, as well as how objects can move between cultural historical and scientific uses. We limit ourselves, however, to epistemic collections, mainly scientific ones, assembled with research as a main purpose. This introduction first explores apparently mundane collection practices such as preservation and care, as well as technologies such as freezers and boxes, to unravel them as temporal practices that make stored items transcendtime. We then discuss historical practices across cultural and scientific collections to show how historical thinking plays a central part in scientific collection work and how new scientific methods shape investigations of the past. Finally, we outline the potentialities for future knowledge in collections. In conclusion, we sketch out a pluralist epistemology of collections focusing specifically on how the dynamics of time create multiple epistemic potentials for historical scholarship and scientific research in the present and future. [ABSTRACT FROM AUTHOR]

Copyright of Bylye Gody is the property of Cherkas Global University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A historical-epistemological and conceptual rescue of the paths trodden by Niels Bohr when developing his Trilogy - "On the Constitution of Atoms and Molecules" presented in 1913 - raises different questions that, when contextualized, can be taken into science education. What made Bohr move from the electronic theory of metals, the focus of his thesis, to Ernest Rutherford's quantization of the atom? What assumptions did he have that allow him to combat an empirical-inductivist view when deducing and using J.J Balmer's formula? What possible influences did John W. Nicholson have on Bohr? In this sense, this article focuses on the first part of the Bohrian trilogy in order to clarify these issues and contribute to discussions in and about science in science teaching. [ABSTRACT FROM AUTHOR]

This article integrates results of reflections on the importance of the History and Philosophy of Science in the initial training of teachers of the Licentiate in Chemistry at the Universidade Estadual da Paraíba. To write this article, we sought in articles related to the History and Philosophy of Science, theoretical assumptions that approach the inclusion of the historical perspective in teaching. Methodologically, we carried out a descriptive and exploratory study, characterized as a case study, using the questionnaire as a data collection instrument, applied to six teachers of the respective course, according to a qualitative perspective. After this step, in order to analyze the answers to the open questions suggested in this instrument, we based ourselves on the theory of Discourse Analysis, proposed by Mikhail Bakhtin, to interpret the arguments presented as answers by the teachers. Therefore, we understand that its theoretical framework presents interesting elements that offer strong support to our interpretations, as well as brings to light the functioning of language, in which the subject is constituted by the interpretation he makes. The results indicate, from the speeches of the teachers studied here, that the approach of History and Philosophy of Science is of great relevance for teaching, as a didactic strategy and teaching activity, allowing to contextualize the classes, showing the process of transformation of the science, provide a reflective learning about the nature of scientific knowledge, in addition to observing the internal and external aspects that are peculiar to them. [ABSTRACT FROM AUTHOR]

For years now, Alzheimer's disease (AD) research has been stuck in a Groundhog-Day scenario: an endless time loop with no breakthrough in sight. Disagreement about the validity of the field's dominant approach, based on the Amyloid Cascade Hypothesis, has led to a seemingly unresolvable trench war between proponents and critics. Our paper evaluates the recent scientific literature on AD from a historical and philosophical perspective. We show that AD research is a classic example of the boundary work at play in a field in crisis: both parties deploy historical and philosophical references to illustrate what counts as good and bad science, as proper scientific method and appropriate scientific conduct. We also show that boundary work has proved unable to point a way out of the deadlock and argue that the science system's tools for establishing scientific quality, such as peer review and the grant system, are unlikely to resolve the crisis. Rather, they consolidate the dominant model's position even more. In conclusion, we suggest that some kind of reverse boundary-work is needed that reopens the discussion on the nature of AD, an issue that has never been settled scientifically. Drawing on historical and philosophical work, we make clear that the definition of AD as a biomedical disease for which a cure can be found has consequences, not only for funding opportunities, but also for patients and their lives. A reconsideration of the desirability of these consequences may lead to different choices with respect to research priorities and patient care. [ABSTRACT FROM AUTHOR]

This paper examines two episodes in the history and philosophy of phallometry and cervimetry in the second half of the 20th century. Phallometry is the measurement of the human penis with special devices (phallometers) in a psychophysiological context, while cervimetry is the measurement of the cervix in laboring women (by hand or by cervimeter). Despite decades of efforts to standardize these measuring practices, we still have only non-standard ways of measuring the dynamics of the cervix during labor as well as penile tumescence during arousal. We adopt the lens of "messiness" as an analytic tool in order to trace historical actors' methodological assumptions, goals, and decisions that were involved in their measuring practices. It will be argued that, far from being an a priori attribute, the "messiness" of biomedical phenomena (and how to best respond to it) depends on the actors' methodological priorities. What is "messy" is actively shaped (and re-shaped) by researchers' instrumental assumptions and theoretical commitments, as demonstrated in their method of measuring. This paper also offers a preview of early findings from our current research on the history of cervical measurement (Jackson) and phallic measurement (Wassermann). Drawing on primary source material we have analyzed, the argument will be developed in two parts. First, in the context of phallometry research: Two different and eventually diametrically opposed methodological approaches developed when confronted with "messy" human bodies and minds, a divergence which still exists today. Second, in the case of cervimetry research: "messiness" emerged when researchers tried to standardize the measurement of the human cervix, to no avail. Ironically, today's "messy" practice of measuring the cervix by hand has been continually justified by knowledge gained in the continued pursuit (and failure) of standardized replacements of this method. [ABSTRACT FROM AUTHOR]

What are unconscious inferences in psychology? This article investigates their journey from the early philosophical psychology of Wilhelm Wundt (1832–1920) to the experimental psychology of the American pragmatist Charles S. Peirce (1839–1914). Peirce's reception of Wundt's early works situates him in an international web of 19th‐century experimental psychologists and its reconstruction opens new perspectives on the relation between philosophy, psychology, and epistemology. Moreover, this reception testifies to a heretofore overlooked strand of influence of Wundt on North American experimental psychology. The notion of unconscious inferences, of which Hermann von Helmholtz is usually considered the chief exponent, becomes the backbone of Peirce's theory of perception mostly because of the affinity between Wundt's early philosophy of mind and Peirce's logic‐mediated approach to psychology. [ABSTRACT FROM AUTHOR]

The study of the History and Philosophy of Science allows a better understanding of the concepts and scientific evolution, contributing for the science in order to be perceived in a coherent way, displacing fragmented conceptions of knowledge or the belief in the absolute truth. This work aims to present a proposal for an imagery resource for the historical contextualization of Isaac Newton in an inclusive room, containing deaf and hearing students. The resource was produced by the selection of representative images on the topic under study and also contains support texts to help the teacher who intends to apply it. With the implementation of the proposal, it is intended to make the class more attractive for the deaf student, in addition to motivating all the students to understand the dynamic of scientific constructions. In addition, the proposal humanizes the teaching of Physics and contributes to the formation of critical and reflective citizens, whether deaf or hearing.

The authors substantiate the importance of the postgraduate course “The history andphilosophy of science” for future scientists irrespective of their specialty. This course forms the general notion of science, its history and developmental trends, trains a postgraduate student to self-reflection, develops intellectual and cultural outlook of a future researcher.

This article presents a historical-philosophical contextualization of some fundamental scientific contents for the understanding of teachers and students of the Earth-Universe relationship. Its justifications are found in the benefits that Larry Laudan's epistemological view has provided for the teaching of science/physics, especially in the foundation of academic-scientific investigations of issues related to the teaching-learning process, at all levels of education. Based on this framework, particularly on its concepts of empirical problems, conceptual problems, and research tradition, this work provides a historical-philosophical reinterpretation of some scientific contents of astronomy, cosmology, and physics, considered essential to the understanding of teaching and student of the Earth-Universe relationship. These contents are the making of calendars, the orbital distances of the planets, the phases of the Moon, the seasons, the phenomenon of day and night, the rotational movement of the Earth, cosmological models, the translational movement of the planets, and gravity. As result, this historical-philosophical contextualization can contribute to overcoming the problems related to common sense conceptions; correction of conceptual errors found in basic education textbooks; as well as in the construction of teaching knowledge of the disciplinary content of the conceptual history of science, through a pleasurable journey through the history of science. Therefore, it is defended that only a continuous dialogue with the research results, integrated with an attentive epistemological, educational, didactic, and pedagogical vigilance about the teaching-learning process; with the mediation of the construction of disciplinary knowledge, among others; and an appropriate didactic transposition of scientific contents to basic education textbooks; makes possible effective work towards a substantial improvement in education and the progress of science teaching. [ABSTRACT FROM AUTHOR]

Ilse Rosenthal-Schneider (1891–1990), a refugee immigrant to Australia in 1938, was a student of Nobel Prize-winning physicists, Einstein, Planck, and von Laue. She combined a background in physics, especially relativity theory, with a philosophical focus on the nature and possibilities of knowledge. As well as working at the University of Sydney to teach science students how to recognise philosophical issues in their subjects, she drove a major outreach programme to regional towns in New South Wales, where she was fêted by her audiences as a highly accomplished science communicator. Her best-known book, published in 1980, examined her interactions with Einstein, Planck, and von Laue by expanding on how all of them understood the relationship between science and philosophy. Rosenthal-Schneider never achieved a great deal of recognition, due in part to the limited opportunities for women of her era, but also due to her insistence on bridging disciplines and engaging in a scientific and philosophical dialogue beyond academia. We will show how Rosenthal-Schneider explored the borderlands of science and philosophy throughout her life, as she argued for the relevance of philosophical questions to practising scientists and non-academic publics in Australia. Ilse Rosenthal-Schneider (1891–1990), a refugee immigrant to Australia in 1938, was a student of Nobel Prize-winning physicists, Einstein, Planck, and von Laue. She combined a background in physics with a philosophical focus. Her intellectual life was spent in the borderlands between science and philosophy, but also science and society, as she engaged in public outreach with considerable success in the regional towns of NSW. Credit: Wayne State University Press (out of copyright). [ABSTRACT FROM AUTHOR]

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article examines the importance of the discipline of “History and Philosophy of Science” in the context of a new model for training doctoral students. The Russian universities and institutions of higher education should begin its implementation in September 2021. The author analyzes the history of the development and implementation of the course of “History and Philosophy of Science” as an academic discipline, which took place against the background of transformations in doctoral education. The article shows that the significant efforts of the professional philosophical community aimed at conceptualizing the methodological and methodical foundations of the discipline were successful and played an important role in the process of training doctoral students. The professional community not only gave an adequate response to the challenge of the educational reform, but also used it as a chance for renewal, realization of its own scientific and pedagogical potential. The transition to a new model of doctoral education, taking into account the modern realities of the knowledge society, should take into account the need to form critical thinking in postgraduate students as the most important competence. The change of focus from educational training to research component should not lead to utilitarian approach implementation aimed at purely quantitative indicators. The high quality of training future researchers, and focus on the development of human capital meet the challenges posed by the contemporary knowledge society.

The present paper offers a reconstruction of what Feynman calls: "the overall spacetime view". To provide some background, I will rehearse Feynman's works on the absorber theory of radiation and on path integrals to emphasize the rejection of the so-called "customary view". Afterward, I will argue that Feynman's doctoral thesis was instrumental in developing the idea of enclosing a given quantum system into a spacetime boundary. This will be later applied to the path integral formulation and will play a substantial role in the use of asymptotic states in the theory of positron. It is in this latter work that Feynman uses the expression: "overall spacetime view", referring to the necessity of looking at all the possible quantum phenomena happening within the spacetime boundary. In the last part of the paper, I analyze how such a view applies to Feynman's work on quantum electrodynamics and Feynman diagrams. [ABSTRACT FROM AUTHOR]

Copyright of Ideas y Valores is the property of Universidad Nacional de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

How do scientists generate knowledge in groups, and how have they done so in the past? How do epistemically motivated social interactions influence or even drive this process? These questions speak to core interests of both history and philosophy of science. Idealised models and formal arguments have been suggested to illuminate the social epistemology of science, but their conclusions are not directly applicable to scientific practice. This paper uses one of these models as a lens and historiographical tool in the examination of actual scientific collectives. It centres on the analysis of two episodes from the history of photosynthesis research of the late nineteenth- to mid-twentieth centuries, which display a wide and coordinated intellectual diversity similar to Kitcher's "division of cognitive labour" (1990). The concept, I argue, captures important aspects of the photosynthesis research communities, but the underlying process unfolded in ways that differ from the model's assumption in interesting ways. The paper unravels how the self-organised interplay of cooperation and competition, and the dynamics of individual and collective goals within scientific communities were influential factors in the generation of knowledge. From there, some thoughts are developed on how historical and philosophical approaches in the analysis of science can productively interact. [ABSTRACT FROM AUTHOR]

Late Scholasticism marks a milestone in the history of philosophical thought. In this period, a profound process of transformation took place in the way of observing nature through a meticulous data collection, experiments and subsequent analysis.The Franciscan approach gives priority to a practical sense of thinking and its transformative action. The Franciscans analyze the realities of the world with an extremely original pragmatic dynamism

Thomas Kuhn's The Structure of Scientific Revolutions is a classic, and it is certainly not forgotten. However, an essential aspect about it has been neglected. That is, Kuhn's Structure is a book in philosophy of history in the sense that Structure attempts gives an account of historical events, focuses on the whole of the history of science and stipulates a structure of the history of science to explain historical events. Kuhn's book and its contribution to the debates about the progress of science and the contingency and inevitability of the history of science shows why and how philosophy of history is relevant for the history and philosophy of science. Its successful integration of historical and philosophical aspects in one account makes it worthwhile reading also for philosophers of history in the twentieth-first century. In particular, it raises the question whether the historical record can justify philosophical views and comprehensive syntheses of the past. [ABSTRACT FROM AUTHOR]

As a result of a pilot study that aimed to add History and Philosophy of Science (HPS) in Chemistry teaching at high school through comics, this paper, aiming at the methodological improvement of a larger research, aims to analyze the adequacy of the data collection instrument and the data analysis process, as well as the potential of a comic designed to carry out a historical-philosophical approach and to provide an improvement in the notions related to chemical elements and the scientific process. Analyzed through Content Analysis, the results obtained through questionnaires indicate that this type of material and approach are capable of improving such notions. However, the study revealed not only the potential of this methodological strategy, but also its limitations, which could be improved in the final research, which includes: greater contextualization of questions and mediation by the researcher, which can be done through conversation circles and participant observation, in addition to reinforcing some ideas throughout the comic. [ABSTRACT FROM AUTHOR]

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The article describes the course of the Working Session "Polish scientific journals from the disciplines: «history and philosophy of science» and «science of science» – current challenges" (Kraków, 25 June 2019), organized by the Commission of the History of Science of the Polish Academy of Arts and Sciences.